The study investigated the effects of anonymity on online peer assessment and compared three different conditions . Fifty-eight preservice teachers at a mid-size US university engaged in a series of online peer assessments during fall 2017. Peer assessment was embedded in a blended course as a required asynchronous activity using the Canvas learning management system. Students were randomly assigned to three different peer assessment conditions: anonymous, partially anonymous, and identifiable. They were asked to provide feedback comments and rate the quality of peer s’ work . The researcher examined to what extent three different conditions had influenced the quality of feedback comments, measured quantitatively through the number of words and negative statements. At the end of the semester, a survey that included a 5-point Likert scale and several open-ended questions was also distributed to analyse students ’ perceptions about peer assessment and anonymity . The results indicate that although students prefer anonymity, it may not be a necessary condition for increasing student engagement.

中文翻译：

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匿名重要吗？检查在线同伴评估的质量和学生的态度

该研究调查了匿名对在线同伴评估的影响，并比较了三种不同条件。2017年秋季，美国一所中型大学的58名职前教师参加了一系列在线同行评估。使用Canvas学习管理系统，将同行评估作为一项必需的异步活动嵌入到一个混合课程中。将学生随机分配给三种不同的同伴评估条件：匿名，部分匿名和可识别。他们被要求提供反馈意见并评价同伴的工作质量。研究人员研究了三种不同条件在多大程度上影响了反馈评论的质量，这些条件是通过单词和否定陈述的数量进行定量衡量的。学期末 还分发了一项包括5点李克特量表和几个开放性问题的调查，以分析学生对同伴评估和匿名的看法。结果表明，尽管学生更喜欢匿名，但这可能不是提高学生参与度的必要条件。